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Abstract
ABSTRACT Inequitable patterns of participation in science, both inside the careers ‘pipeline’ and out, has been a concern for educators and policymakers for years, with researchers, practitioners and others arguing for the (potential) value of informal science learning (ISL) experiences in addressing such inequalities. However, there is limited research documenting the way in which participation in ISL may shift over time, or not. This study aims to address this gap, by investigating the patterns of ISL participation among a cohort of young people in England from age 10/11 to 21/22. Drawing on data from six cross-sectional surveys conducted of the cohort over 14 years, the research investigates how informal science participation changes in terms of types of activities as young people grow older and examines demographic disparities in participation across activities and time points. The findings reveal a decline in ISL participation overall as the cohort ages, with the significant inequalities in who participates persisting over time. This pattern underscores the need for continued work to improve inclusion in informal science, to enable ISL to fulfil its promise in supporting lifelong science engagement. Despite efforts to widen participation, ISL remains marked by privilege, suggesting a critical need for sustained equity-focused work.
Published Version
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